2Faculty of Education
List of collections in the Streaming Media Service for
Faculty of Education
Tue, 26 May 2020 09:05:34 +01001440http://sms.cam.ac.uk/institution/EDUC/collections
Faculty of Educationhttp://sms.cam.ac.uk/institution/EDUC/collections
http://sms.cam.ac.uk/images/cam/identifier2.png19246http://video.search.yahoo.com/mrsshttp://sms.cam.ac.uk/institution/EDUC/collectionsAcademic Research Groupsucs_sms_1593083http://sms.cam.ac.uk/collection/1593083
A collection of videos explaining the various academic research groups here within the Faculty of Education.1593083Agency Conference 2012. Researching Agency in Educational Contexts: Theories and Methodsucs_sms_1265183http://sms.cam.ac.uk/collection/1265183
How can research in educational settings further our understanding of human agency?
How do existing theories of agency influence the choice of research methods and practices within educational settings?1265183Alternative Settingsucs_sms_642598http://sms.cam.ac.uk/collection/642598
Evaluation commentary from the mouths of trainee teachers, museum educators, teachers and teacher trainers participating in the TDA funded 'Alternative Settings for Placements' project.642598Art & Design PGCEucs_sms_864755http://sms.cam.ac.uk/collection/864755
Art & Design PGCE Videos864755Arts & Creativities Research Groupucs_sms_2669483http://sms.cam.ac.uk/collection/2669483
A collection of videos from the Arts & Creativities Research Group.
Some videos may be in-house use only.2669483BAICE 'Education, Mobility and Migration: People, Ideas and Resources' Conference, September 2012ucs_sms_1318087http://sms.cam.ac.uk/collection/1318087
The British Association for International & Comparative Education
Conference at Churchill College, 8th - 10th September, 2012
In association with Faculty of Education, University of Cambridge and Anglia Ruskin University1318087BIBAC 2014 Conferenceucs_sms_1882655http://sms.cam.ac.uk/collection/1882655
This is a collection for the 1st International Conference on Building Interdisciplinary Bridges Across Cultures (BIBAC), 24-26 October 2014.
Hosted by the Centre for Commonwealth Education [Faculty of Education], the Centre for Intercultural Musicology [Churchill College], Homerton College and the Faculty of Education, University of Cambridge.1882655Book Launchesucs_sms_1384356http://sms.cam.ac.uk/collection/1384356
Books published by Faculty members.1384356CEDiR group examples of dialogue in diverse educational contextsucs_sms_2827689http://sms.cam.ac.uk/collection/2827689
A collection of resources from the CEDiR research group in the Faculty of Education. These clips show teacher and student dialogue in the classroom from a number of research projects.2827689CEDiR: Cambridge Educational Dialogue Research Groupucs_sms_2158596http://sms.cam.ac.uk/collection/2158596
This is the SMS collection for media associated with CEDiR: Cambridge Educational Dialogue Research Group.
The Faculty of Education has a history of world-leading research on educational dialogue – most notably the work of Professors Neil Mercer, Christine Howe and Robin Alexander. CEDiR’s aim is to consolidate and extend this research, reaching across disciplines and contexts to develop the potential of educational dialogue and impact on theory, policy and practice.
CEDiR members represent all academic groups in the Faculty, drawn together through a common interest in dialogue. It seeks to promote collaboration and develop capacity at all levels, with a focus on supporting postgraduate students, research associates and other early career staff. It is forging links with senior academics and practitioners in the field worldwide. Its main priority is on creating a supportive environment for creating and sharing high quality research.2158596Centre for Children's Literatureucs_sms_1122143http://sms.cam.ac.uk/collection/1122143
Children and Literature is a paper offered in Part II of the BA in Education.
Mphil students Critical Approaches to Children’s Literature is a specialist Master’s course leading to an MPhil in Education (full-time) or MEd in Education (part-time).1122143Centre for Commonwealth Education: Seminarsucs_sms_1257109http://sms.cam.ac.uk/collection/1257109
The Centre for Commonwealth Education within the Faculty of Education works to make a sustainable contribution to primary and secondary education, and to initial and continuing teacher education throughout the Commonwealth. This collection is drawn from the CCE seminar series held to promote that work and contains presentations given by members of CCE and invited speakers.1257109Centre for Education and International Developmentucs_sms_653599http://sms.cam.ac.uk/collection/653599
653599ChiPE projectucs_sms_1854812http://sms.cam.ac.uk/collection/1854812
Children's personal epistemologies: capitalising on children's and families' knowledge in schools towards effective teaching and learning (ChiPE) is a research project funded by the European Union’s 7th Framework Programme under the Marie Curie Actions to promote excellent science.
It mains objective is to explore children’s, families’ and teachers’ beliefs about knowledge and learning in the school context in order to promote effective learning and teaching. It aims to enhance a more inclusive epistemic climate that brings knowledge from children’s out-of-school experience closer to classroom knowledge.1854812Classics in the English Curriculum - Return from Troy: The Story of Odysseusucs_sms_1323674http://sms.cam.ac.uk/collection/1323674
Return from Troy: The Story of Odysseus Told by Daniel Morden and Hugh Lupton1323674Classics in the English Curriculum - War with Troyucs_sms_1322681http://sms.cam.ac.uk/collection/1322681
War with Troy: The Story of Achilles told by Hugh Lupton and Daniel Morden1322681Classics in the English Curriculum: Aesop's fablesucs_sms_1875446http://sms.cam.ac.uk/collection/1875446
Retellings of Aesop's Fables (see www.classictales.co.uk for transcripts, further information and teaching resources to accompany these recordings). Aesop was a slave in ancient Greece who earned his freedom by telling fables. In the education of ancient Greeks and Romans, fables were known as 'progymnasmata' - exercises that trained students in writing and public speaking. They learnt the fables, expanded on them and invented their own to use in speeches as persuasive examples.1875446Classics in the English Curriculum: Metamorphosesucs_sms_1211052http://sms.cam.ac.uk/collection/1211052
Retellings of ancient Greek and Roman stories (see www.classictales.co.uk for transcripts, further information and teaching resources to accompany these recordings). The Metamorphoses tales and other Greek myths featured here often involve some form of transformation and explore many aspects of human nature: greed, curiosity, vanity, generosity, arrogance, creativity. This makes them a very powerful springboard for discussion and creative work.1211052Classics in the English Curriculum: reflectionsucs_sms_1930277http://sms.cam.ac.uk/collection/1930277
A collection of videos of teachers' reflections on Teaching War with Troy using audio resources and teaching materials available from www.classictales.co.uk1930277Design & Technology Videosucs_sms_863606http://sms.cam.ac.uk/collection/863606
Videos for the Faculty of Education D&T PGCE863606DIALLS - DIalogue & Argumentation for cultural Literacy Learning in Schoolsucs_sms_2849427http://sms.cam.ac.uk/collection/2849427
DIALLS, which runs from May 2018 until April 2021, will centralise co-constructive dialogue as a main cultural literacy value, with the aim of promoting tolerance, inclusion and empathy. It moves beyond a concept of cultural literacy as being about knowledge of culture (through exploration of literature and art for example) into a consideration of the disposition to explore different interpretations of it. It innovates by also viewing cultural literacy as enabled by the response to and creation of cultural resources, thus positioning young people as the users and producers of culture.
The DIALLS consortium comprises eight universities from across Europe and one in Israel which have close networks of partnership schools (pre-primary, primary and secondary) in a range of urban and rural contexts.2849427DIALLS CLLP filmsucs_sms_3008010http://sms.cam.ac.uk/collection/3008010
Wordless films for use in the DIALLS Cultural Learning Literacy Programme3008010EdD One Day Conference, 2015ucs_sms_2038301http://sms.cam.ac.uk/collection/2038301
Videos from the EdD one day Conference2038301EDd Seminars and Informationucs_sms_3003055http://sms.cam.ac.uk/collection/3003055
This collection is for the part time EDd students3003055Education and The State: The State of Education Lecture Seriesucs_sms_748202http://sms.cam.ac.uk/collection/748202
In 1984, the Faculty of Education ran the seminal series of lectures ‘Education and the State: The State of Education’. Education policy was approaching a period of significant political change and the lecture series provided an opportunity to discuss the consequence of this change for future education provision.
Twenty five years later, and we are facing another turning point in the history of Education and its relationship to the state. To acknowledge this and to provoke a discussion as to the educational issues we face, the Faculty of Education once again assembled key thinkers and critics to share with us their views for the future of Education and the State. These podcasts collect the lectures that were given.748202Education and the transformation of young women’s lives: Commonwealth perspectivesucs_sms_1253831http://sms.cam.ac.uk/collection/1253831
In October 2011, the Faculty of Education hosted a conference on Education and the Transformation of Young Women’s Lives: Commonwealth Perspectives. The 2-part conference was organised by the Council for Education in the Commonwealth (CEC), the Faculty of Education at Cambridge and the Social Transformations Programme Division of the Commonwealth Secretariat. It drew on the CEC theme for the year, Educating Women, Transforming Society. This collection contains presentations from the first day exploring the experiences and policy implications of young women’s education.1253831Education Reform and Innovationucs_sms_2476393http://sms.cam.ac.uk/collection/2476393
The Education Reform and Innovation (ERI) Team at the Faculty of Education is involved in international projects of a development, research and evaluation nature and has recently undertaken major reform work alongside Ministries of Education and other key educational institutions across the world, especially in Central Asian and African contexts
ERI works closely in partnership with colleagues from Cambridge International Examinations, University of Cambridge Judge Business School, Cambridge University Press, and the University of Pennsylvania Graduate School of Education to support education reforms and innovation, providing practical insights from research and teaching. Collaboration with in-country colleagues is a key feature of the way in which the Faculty of Education approaches international development projects since this is seen as key to effectiveness and sustainability
ERI started as the Kazakhstan project at the Faculty and the previous seminar series is available at http://sms.cam.ac.uk/collection/1356919.2476393Education Triposucs_sms_2102082http://sms.cam.ac.uk/collection/2102082
This is the SMS collection that contains media associated with the Education Tripos.2102082Educational Leadership and School Improvement (ELSI) Masters route: Views from the Studentsucs_sms_1251457http://sms.cam.ac.uk/collection/1251457
In this collection students and teachers tell us about the Education Leadership and School Improvement (ELSI) Masters route at the Faculty of Education.1251457English teaching in a Tanzanian primary schoolucs_sms_1288515http://sms.cam.ac.uk/collection/1288515
PEDAGOGY AND LEADERSHIP (PAL) IN TANZANIA, a research initiative of the Centre for Commonwealth Education
This project examines current pedagogical practices and the role of school leadership in four primary schools in Manzese Ward in Dar es Salaam, Tanzania. The focus of this research and development initiative is to work in collaboration with schools to reflect on current teaching practice, to identify and solve teachers' professional problems and challenges and to devise ways to improve teaching, learning, and leading throughout the school. Through the consolidation and dissemination of the findings from the PAL initiative, we aim to share our findings of 'best practice' and 'lessons learned' with other key educational stakeholders, to facilitate their application in schools throughout Tanzania. This collection of clips show some typical classes in action.1288515Faculty of Education Libraryucs_sms_1159565http://sms.cam.ac.uk/collection/1159565
1159565Festivals at the Faculty of Educationucs_sms_1730464http://sms.cam.ac.uk/collection/1730464
Media from the Faculty of Education's contributions to the University of Cambridge's annual Festival of Ideas, and Science Festival.1730464Groupwork, social pedagogy and primary mathematics: the SPeCTRM Impact projectucs_sms_1854791http://sms.cam.ac.uk/collection/1854791
This collection of video extracts is part of the SPeCTRM Impact Project, based on the ESRC-funded Hong Kong-UK SPeCTRM Project (Social Pedagogical Contexts in Teaching and Research in Mathematics), a bilateral project, funded in Hong Kong by the HK Research Grants Council at the University of Hong Kong. The HK-UK SPeCTRM project was directed by Dr Linda Hargreaves at Cambridge University, and Professor Peter Kutnick, at the University of Hong Kong.
Social Pedagogy is defined simply as the social context within which pedagogic relationships take place and which may promote or inhibit learning in classrooms (Blatchford, Kutnick & Baines 2002). The 'SPRinG' project ( ERSC-TLRP ‘Effectiveness of groupwork in classrooms’ http://www.tlrp.org/proj/phase11/phase2a.html and http://www.spring-project.org.uk) showed that group work was more effective when teachers used the three social pedagogical principles below in planning and teaching. The most important aspects is that social pedagogy is based on the development of positive trusting and respectful relationships between children and teacher, and between every child and every other child in the class.
3 principles of Social Pedagogy
(1) Relationships:
Develop positive trusting relationships are fundamental for effective groupwork such that every child will work with every other child in the class. There are many classroom activities to help with this in Baines et al. (2008) Promoting effective group work in the primary classroom A handbook for teachers. London: Routledge.
(2) Role of the teacher:
Supporting lessons - briefing and debriefing about working in groups;
Supporting interaction – scaffold, model, reinforce, but allow children time to discuss problems themselves
Observe interaction, listen to the discussions, and monitor group work rather than intervening too soon
(3) Developing an effective classroom context:
Physical context: e.g., make seating and furniture layout conducive to interaction (e.g. children sit around small tables)
Curricular context: the group work task should be challenging and have scope for discussion (nature of task);
Interactional context: consider (i) group composition, mixing achievement levels for optimal effect for all; (ii) children's roles in the group; (iii) size of group to ensure that each child participates; (iv) consider time allowances for each stage of the lesson
The Videos
There are eight videos in this collection. They provide examples of certain categories of children’s talk when working on mathematics in small collaborative groups. These categories were originally used to analyse children's talk during group work in the SPRinG project and the HK-UK SPeCTRM project. Research has shown that when children explain their ideas about maths problems to their peers their achievement improves (e.g. Webb, Franke et al., (2009) 'Explain to your partner' ... Cambridge Journal of Education, 39(1), 49-70)
The examples here were recorded in a studio, but for examples recorded in real classrooms, please contact Dr Linda Hargreaves at lh258@cam.ac.uk to see these for training or research.
The Brushloads Investigation (http://nrich.maths.org/4911)
The examples here show three 10 year old children, two girls (A, B) and a boy (C), seated round a small table and working on an investigation entitled ‘Brushloads’, using multilink cubes. Their teacher introduces the problem and checks on progress from time to time. He briefs and debriefs them about working collaboratively at the beginning and end of the activity.
The ‘Brushloads’ problem is an investigation from the University of Cambridge ‘NRich’ group which provides numerous mathematics problems for schools and individual children of all ages (http://nrich.maths.org ).
‘BRUSHLOADS’
The children have a small number of multilink cubes; five cubes to start with, and then six, seven and so on. Each face of a cube is equivalent to one ‘brushload’ of paint. The task is to make various different shapes with the five cubes to form stable free-standing solids, and to find out how many brushloads of paint are needed to paint all the faces of the shapes, excluding the base, that is the cube face/s in contact with the table. Having found the maximum and minimum number of brushloads for shapes made of five, six, seven cubes, and so on, the eventual aim is to find a way to calculate the maximum number of brushloads for any number of cubes.1854791Inaugural Lecturesucs_sms_1485939http://sms.cam.ac.uk/collection/1485939
From time to time new professors join the Faculty of Education, either through appointment to an advertised post or through promotion to professorial rank. It has become the custom, reasonably early in their tenure, for new professors to give an inaugural lecture, invitations to which are extended to colleagues within, and beyond, the University of Cambridge, and to the Professors’ family and friends. The Faculty is delighted to announce that, during Easter Term 2013, inaugural lectures will be given by Professors Anna Vignoles, Jan Vermunt and Morag Styles.1485939Interactive teaching with digital open educational resources in sub-Saharan Africa ucs_sms_1087359http://sms.cam.ac.uk/collection/1087359
The OER4Schools Project assesses the feasibility of providing Open Educational Resources (OER) to ICT- and Internet-equipped primary schools in Zambia, and of supporting interactive forms of subject teaching with the new resources. It also identifies and responds to the needs of school-based professional development adapted to the local context. The project is conducted in a North-South partnership between the Centre for Commonwealth Education (CCE) at University of Cambridge (our host and sponsor), Institute of Distance Education at University of Zambia, National In-Service Teachers College (NISTCOL, Zambia), iSchool.zm, Ministry of Education (Zambia), OER Africa, VVOB (Belgium), Participatory Culture Foundation (USA), and Aptivate (NGO, UK). The project directors are Sara Hennessy and Bjoern Hassler of CCE. While the project is conducted in Zambia, it is anticipated to be relevant to a wide range of countries in sub-Saharan Africa.
In Phase 1, a pilot project (August 2009-May 2010), we worked with 8 teachers in 3 primary schools – developing, supporting and trialling uses of OERs combined with new pedagogical approaches for teaching mathematics. The research elicited some messages for embedding basic ICT and OER use in teacher education.
In Phase 2, we are creating a professional development resource that could be used in pre-service education or in-service by groups of teachers working together. The resource supports interactive teaching and collaborative, inquiry-based learning through using ICT, digital OER and Open Source software – as appropriate for teachers’ own purposes and settings. It includes a mixture of lesson video clip examples from African contexts, building on an established process for teacher-led discussion, trialling new ideas, peer observation and joint reflection, all stimulated and guided by the professional development materials.1087359Interactive Whiteboards and Collaborative Pupil Learning in > Primary Science Projectucs_sms_683906http://sms.cam.ac.uk/collection/683906
Primary children work collaboratively at the IWB in their science class.683906International Educational Development Programmes: Kazakhstan Programmeucs_sms_1352175http://sms.cam.ac.uk/collection/1352175
1352175Kaleidoscopeucs_sms_1494494http://sms.cam.ac.uk/collection/1494494
Kaleidoscope is an annual student-organised conference held at the Faculty in June. It is a platform for graduate students to share their research with a wider educational academic community and receive constructive feedback. The conference aims to challenge, deepen and extend our current ways of thinking about and acting on educational issues. Kaleidoscope is an opportunity to interact and network with other educators and researchers within and beyond Cambridge. The conference is open to all who wish to attend. Students at any stage of their research are welcome to apply to present their work.1494494Kazakhstan programme open seminar seriesucs_sms_1356919http://sms.cam.ac.uk/collection/1356919
The seminar series 'Internationalisation and Educational Reform in Eastern European and the Commonwealth of Independent States' is organised by the Kazakhstan programme research team as a platform for analysis, discussion and critique of the recent educational reforms in the Newly Independent nations of the former Soviet Union and its satellite states. From a variety of theoretical and methodological perspectives the questions that we invite us all to explore are:
- the Russian/Soviet inheritance and how this continues to shape education policy and practice
- the relationship of educational reform to the development of post independence national identity
- the internationalisation of education reform, the global education space, policy 'borrowing' and the indigenisation of international practice.
All are welcome!1356919Keynote Lectureucs_sms_1409711http://sms.cam.ac.uk/collection/1409711
1409711Leadership for Learningucs_sms_1350110http://sms.cam.ac.uk/collection/1350110
A vibrant network dedicated to leadership, learning and their inter-connection.
Leadership. Learning. Two ideas at the heart of education. Both are complex, open to widely differing interpretations and the subject of continuing debate among academics, policymakers and practitioners. The LfL network is concerned with both concepts and particularly with their connection, seeking to understand and share knowledge about leadership in education that supports learning.
http://www.educ.cam.ac.uk/centres/lfl/1350110Lego Researchucs_sms_1384087http://sms.cam.ac.uk/collection/1384087
1384087MEd/MPhil Option Session Detailsucs_sms_1579696http://sms.cam.ac.uk/collection/1579696
A collection of videos describing the various MEd/MPhil option sessions.1579696MPhil Education | Globalisation and International Development | Student Testimonies 2015ucs_sms_2064693http://sms.cam.ac.uk/collection/2064693
This collection contains two short videos (2 mins) of two students talking about the MPhil at University of Cambridge, Faculty of Education.2064693MPhil Option Session Detailsucs_sms_1579702http://sms.cam.ac.uk/collection/1579702
A collection of videos describing the MPhil option sessions.1579702NAMHE Annual Conferenceucs_sms_2581376http://sms.cam.ac.uk/collection/2581376
National Association for Music in Higher Education Annual Conference2581376NRICHucs_sms_35http://sms.cam.ac.uk/collection/35
35NRICH Teacher Trainingucs_sms_2399368http://sms.cam.ac.uk/collection/2399368
NRICH Teacher Training resources. A Year Two NRICH maths lesson filmed at the University of Cambridge Primary School and a review of the lesson by lead teacher Luke Rolls.2399368Oracy Assessment Toolkit Videosucs_sms_1830303http://sms.cam.ac.uk/collection/1830303
Here you will find the exemplar videos showing Gold, Silver and Bronze performances for the Presentation, Group Talking Points and Lego Instructional Talk tasks.1830303PDDE - Politics, Development and Democratic Educationucs_sms_870145http://sms.cam.ac.uk/collection/870145
The Politics, Development and Democratic Education thematic route covers key contemporary educational debates amongst policy- makers, practitioners and researchers in the UK and internationally. It demonstrates the relevance of educational theory, particularly within the social sciences (economics, politics, sociology) and the humanities (philosophy and history) to educational policy concerns and practices. Such theory contextualises and assesses central and local policy and school practices in relation to such fundamental concepts as equality, democracy and justice. The route covers topics such as class, gender, multicultralism, citizenship and social change in terms of contemporary concerns with globalisation, modernity and development. Those tutors on the taught elements of the route have international reputations in their various fields and it is the key route in the Education, Equality and Development academic group in the Faculty.
The route encourages participants to engage critically with educational policy, practice and provision in global, national, institutional and temporal contexts, and to move between the macro, structural levels of historical change and development to psycho-social processes. It offers opportunities to consider a wide range of ameliorative and democratic educational reforms in the context of nations that are income-rich and/or in developing economies
Students are encouraged to critically investigate specific models and applications of democratic schooling and their relationships to concepts of power, participation and social inequality, together with the relevance of such models for development contexts, European education and citizenship education.870145PEDAL Centreucs_sms_2164588http://sms.cam.ac.uk/collection/2164588
PEDAL: Centre for Research on Play in Education, Development & Learning
Sponsored by the Lego Foundation
The guiding focus of the centre’s work is to develop substantial and compelling research concerned with the role of play and playfulness in young children’s learning and development, and the potential of play-based approaches within educational contexts. The kinds of skills and accomplishments that are widely recognised as being vital components of 21st century educational provision, including critical thinking, problem-solving, interpersonal abilities, emotional resilience and creativity, have all been linked theoretically and empirically to playfulness and playful learning.
Nevertheless, the play opportunities for children living in modern urban environments (now the majority of children world-wide) are increasingly curtailed, both within their homes and communities and within their schooling. At the same time, play remains a relatively under-researched area within developmental science, with many fundamental questions still unanswered.
It is the aim of the PEDAL research centre to contribute to the process of addressing these questions, and to work with educators and policy makers to inform practice and policy in relation to this evidence.2164588PGCE Mathsucs_sms_1584092http://sms.cam.ac.uk/collection/1584092
Media relating to the Primary and Secondary PGCE mathematics programmes.1584092PLACE (Pedagogy, Language, Arts & Culture in Education), PESGB (Philosophy of Education Society of Great Britain)ucs_sms_1411243http://sms.cam.ac.uk/collection/1411243
1411243Primary Ancient Greeksucs_sms_2576786http://sms.cam.ac.uk/collection/2576786
Oral retellings of Ancient Greek myths for the new Primary Ancient Greeks website.2576786Primary Masters - Masters Mattersucs_sms_2003442http://sms.cam.ac.uk/collection/2003442
Masters Matters is a series of student stories about their experience of the Primary Masters course.2003442Primary MEducs_sms_721493http://sms.cam.ac.uk/collection/721493
Videos relating to the Primary MEd courses on offer at the Faculty of Education721493Primary PGCEucs_sms_1481326http://sms.cam.ac.uk/collection/1481326
This collection holds the videos for the Primary PGCE course at the Faculty of Education. Links to the individual videos are made through the relevant Moodle sites associated with the course. Alternatively, the whole collection can be viewed here; it is in alphabetical order of subjects.1481326Professional Studiesucs_sms_1205644http://sms.cam.ac.uk/collection/1205644
Media for the PGCE Professional Studies group1205644Psychology and Education Mastersucs_sms_1394211http://sms.cam.ac.uk/collection/1394211
Psychology and Education Masters at the Faculty of Education audio and video files.1394211R & I ucs_sms_2170288http://sms.cam.ac.uk/collection/2170288
This is the SMS collection for media associated with Research & Investigation at the Faculty of Education.2170288R&I Workshops 2014ucs_sms_1762626http://sms.cam.ac.uk/collection/1762626
Workshop videos for internal useage only. Not for further distribution.1762626R&I Workshops, June 2013ucs_sms_1640124http://sms.cam.ac.uk/collection/1640124
Workshop videos for internal (CamTools) useage only. NOT for further distribution1640124REAL Centreucs_sms_2010262http://sms.cam.ac.uk/collection/2010262
The Centre for Research for Equitable Access and Learning (REAL)2010262RECOUP - Research Consortium on Educational Outcomes and Povertyucs_sms_690151http://sms.cam.ac.uk/collection/690151
RECOUP is a research partnership of seven institutions - three from the UK and four from Africa and South Asia - funded by the UK Department for International Development, and led by the University of Cambridge. Poverty can often lead to inferior educational outcomes which, in turn, play a major role in determining the future incidence and extent of poverty. RECOUP is studying the mechanisms that drive this cycle of deprivation. The research programme is examining the impact of education on the lives and livelihoods of people in developing countries, particularly those living in poorer areas and from poorer households. Between 2005-2010 RECOUP is conducting six collaborative research projects grouped under three broad themes: Social and Human Development Outcomes of Education; Economic and Labour-Market Outcomes of Education and The Outcomes from Partnerships in education between Governments, Aid Agencies and Households.690151Research Consortium on Educational Outcomes and Poverty (RECOUP)ucs_sms_688018http://sms.cam.ac.uk/collection/688018
RECOUP is a research partnership of seven institutions - three from the UK and four from Africa and South Asia - funded by the UK Department for International Development, and led by the University of Cambridge. Poverty can often lead to inferior educational outcomes which, in turn, play a major role in determining the future incidence and extent of poverty. RECOUP is studying the mechanisms that drive this cycle of deprivation. The research programme is examining the impact of education on the lives and livelihoods of people in developing countries, particularly those living in poorer areas and from poorer households. Between 2005-2010 RECOUP is conducting six collaborative research projects grouped under three broad themes: Social and Human Development Outcomes of Education; Economic and Labour-Market Outcomes of Education and The Outcomes from Partnerships in education between Governments, Aid Agencies and Households.
Presentations made at UKFIET, Oxford, 15-18 September 2009
Presentation made by John Young, ODI, 14 September 2009688018Research Masterclassucs_sms_2743661http://sms.cam.ac.uk/collection/2743661
A collection of Research Masterclass lectures from the Faculty of Education2743661Research Methods Screencastsucs_sms_2331531http://sms.cam.ac.uk/collection/2331531
A collection of Research Methods screencasts.2331531Research Methods | A Researcher's View | Madeleine Arnotucs_sms_2125066http://sms.cam.ac.uk/collection/2125066
Madeleine Arnot speaks about Research in Education, split into smaller clips. (Recorded 2007)2125066Research Methods | Case Study and Action Research | Michael Evansucs_sms_2125221http://sms.cam.ac.uk/collection/2125221
Michael Evans speaks about Case Study and Action Research in Education, split into smaller clips. (Recorded 2007)2125221Research Methods | Classroom Observation | Linda Hargreavesucs_sms_2129504http://sms.cam.ac.uk/collection/2129504
Linda Hargreaves speaks about Classroom Observation, split into smaller clips. (Recorded 2007)2129504Research Methods | Comparative Approaches | Paul Andrewsucs_sms_2124468http://sms.cam.ac.uk/collection/2124468
Paul Andrews speaks about comparative approaches to research. (Recorded 2007)2124468Research Methods | Educational Research | Donald McIntyreucs_sms_2131467http://sms.cam.ac.uk/collection/2131467
Donald McIntyre speaks about Educational Research, split into smaller clips. (Recorded 2006)2131467Research Methods | Ethical Considerations | Ciaran Sugrueucs_sms_2134021http://sms.cam.ac.uk/collection/2134021
Ciaran Sugrue speaks about Ethical Considerations in Educational Research, split into smaller clips. (Recorded 2007)2134021Research Methods | Mixed Methods | Dominic Wyseucs_sms_2136464http://sms.cam.ac.uk/collection/2136464
Dominic Wyse speaks about Mixed Methods Research in Education, split into smaller clips. (Recorded 2007)2136464Research Methods | Questionnaires and Surveys | Darleen Opferucs_sms_2132906http://sms.cam.ac.uk/collection/2132906
A video interview on compiling and using questionnaires in research, which will help when thinking about designing, administering and analysing questionnaires. (Recorded 2007)2132906Research Methods | Social Sciences Research | Paul Warwickucs_sms_2134251http://sms.cam.ac.uk/collection/2134251
Paul Warwick speaks about Social Sciences Research, split into smaller clips. (Recorded 2007)2134251Research Methods | The Experimental Approach | Usha Goswamiucs_sms_2125410http://sms.cam.ac.uk/collection/2125410
Usha Goswami speaks about Experimental Research in Education, split into smaller clips. (Recorded 2007).
AUDIO ONLY2125410Research Methods | The Good Research Project | Neil Mercerucs_sms_2131804http://sms.cam.ac.uk/collection/2131804
Neil Mercer speaks about Research in Education, split into smaller clips. (Recorded 2007).2131804Research Methods | Using Interviews for research | John MacBeathucs_sms_2130727http://sms.cam.ac.uk/collection/2130727
Interviewing is often a strategy that teachers are very good at undertaking: we use effective speaking and listening as part of our professional 'toolkit' everyday, and so moving that into a research arena is a natural development. It is however worth noting that interviewing in research does require the development of some additional skills, such as question development. Listen to Professor John MacBeath discussing his approach to research interviews. (recorded 2007)2130727RMS Keynote Lecturesucs_sms_1596721http://sms.cam.ac.uk/collection/1596721
This collection holds keynote lectures from the RMS presented by Professor Madeleine Arnot, Professor Anna Vignoles and Professor Pauline Rose.1596721Romans in Focusucs_sms_2498763http://sms.cam.ac.uk/collection/2498763
Short documentaries on Roman social history, created by the Cambridge School Classics Project2498763Second Language Education Group (SLEG)ucs_sms_3000661http://sms.cam.ac.uk/collection/3000661
3000661Seminar Uploadsucs_sms_729860http://sms.cam.ac.uk/collection/729860
Seminars that do not belong to a specific group or project, or that this information is not known.729860STeM Seminarsucs_sms_1257732http://sms.cam.ac.uk/collection/1257732
Faculty of Education Research Seminars1257732SUPERucs_sms_2203491http://sms.cam.ac.uk/collection/2203491
The 'School-University Partnership for Educational Research' (SUPER) aims to create useful educational research within a schools-university partnership and document and explore the partnership. SUPER also offers a two year part-time research-based Masters in Education.
he Research Schools Partnership was created by the University of Cambridge Faculty of Education and a group of head teachers. These web pages provide information about our partner schools, our research, publications, key contacts, history and current activities. You can also find and follow us on twitter: @SUPER_Network and on https://schooluniversitypartnership.wordpress.com/2203491Supporting classroom dialogue using interactive whiteboard technology: professional development resourcesucs_sms_1085164http://sms.cam.ac.uk/collection/1085164
This collection of clips illustrates how the interactive whiteboard (IWB) can be used to help teachers wanting to teach interactively and encourage dialogue in their classrooms. 'Dialogue' involves students (and the teacher) exploring and generating ideas and questions together, building on and critiquing others’ ideas as well as their own.
The clips come from a series of research studies carried out by Sara Hennessy and colleagues in UK classrooms over the last few years, in particular the "IWBs and Dialogic Teaching" project funded by the UK Economic and Social Research Council (ESRC ref. RES063270081) during 2008-10. Further details of the project are at http://dialogueiwb.educ.cam.ac.uk/. Colleagues Paul Warwick and Neil Mercer collaborated on this project. Some other examples derive from the T-MEDIA project (ESRC ref. RES000230825) carried out in conjunction with Rosemary Deaney during 2005-07.
The work was followed up during 2014 by a short ESRC-funded Impact Acceleration project "Evaluating the impact of the professional development workshop programme on the quality of classroom dialogue using the interactive whiteboard": http://dialogueiwb.educ.cam.ac.uk/evaluate/.1085164Sustaining Teachers' Professional Growthucs_sms_1423756http://sms.cam.ac.uk/collection/1423756
This seminar is the second in a series which brings together
practitioners, researchers and policy-makers who are committed to
enhancing the development of the teaching profession. After the success
of the 2012 seminar on the Future of the Teaching Profession, the
agreement to hold a second demonstrates a shared recognition that
system-wide teacher policies are vital to the success of education in
every country. The seminars are intended to strengthen the discourse on
the future of teaching and teachers and are held prior to the
International Summits, whose focus is at a government and teacher
organization level. For this reason this year's seminar planning group
of Open Society Foundation, LfL: the Cambridge Network at the University
of Cambridge, Education International, and the Organisation for Economic
Co-operation and Development also included representatives from the
Dutch Ministry which is hosting the 2013 Summit.1423756Talkwall Classroom Videosucs_sms_2546053http://sms.cam.ac.uk/collection/2546053
Here you will find videos of the Talkwall micro-blogging tool being used in various classroom contexts (talkwall.net).
The overall focus for the use of Talkwall, in each of these videos, is the enhancement of classroom dialogue. Each video description therefore starts with an outline of the teachers' 'dialogic intention' for the specific use of Talkwall that appears in the video.
These videos result from research entitled 'Digitalised Dialogues Across the Curriculum (DiDiAC)'. This project is a collaboration between the University of Cambridge (Faculty of Education) and the University of Oslo; it is funded by the Research Council of Norway.2546053Test Materialucs_sms_1087901http://sms.cam.ac.uk/collection/1087901
A test page for uploading material prior to final upload in correct place by specific people within the Faculty of Education.1087901The Future of the Teaching Profession Seminarucs_sms_1224219http://sms.cam.ac.uk/collection/1224219
This unique event was planned by Leadership for Learning: the Cambridge Network (LfL) together with Education International (EI) (the global federation of teacher organisations), the Organisation for Economic Co-operation and Development’s Centre for Educational Research and Innovation (OECD/CERI) and Open Society Foundations (OSF). An invitation only event, the delegates included a range of academics and policy makers from across the world together with local practitioners (appendix 1).1224219The International Teacher Leadership (ITL) projectucs_sms_1189708http://sms.cam.ac.uk/collection/1189708
The ITL project is a large scale action research project involving partners in 15 countries.1189708The Postgraduate Certificate in Education (PGCE)ucs_sms_21055http://sms.cam.ac.uk/collection/21055
CE21055Thinking Together Projectucs_sms_1682354http://sms.cam.ac.uk/collection/1682354
Media for the Thinking Together project - http://thinkingtogether.educ.cam.ac.uk1682354Undergraduate Open Daysucs_sms_133http://sms.cam.ac.uk/collection/133
133Unique and inspiring teacher training at Cambridgeucs_sms_2218065http://sms.cam.ac.uk/collection/2218065
PGCE trainees tell us what inspired them while at Cambridge and why teacher training at the Faculty of Education University of Cambridge is unique.2218065University of Cambridge, Faculty of Education, Primary PGCE. ucs_sms_2443072http://sms.cam.ac.uk/collection/2443072
These video clips show recent teacher trainees from both the General Primary and Early Primary PGCE courses in conversation about their experiences at the Faculty of Education. They discuss the interview process, reasons for choosing a university-based programme and why they decided to apply to the University. Highlights of the carefully designed course included the variety of visits to special settings including schools and museums, the trainees also noted the high levels of support and care shown by tutors. They felt fully prepared for their first appointments and are now teaching in primary schools in south east England. We hope these clips give a flavour of the Primary PGCE course and will encourage those considering a teaching career to apply.2443072We Are Multilingual WAMucs_sms_3038970http://sms.cam.ac.uk/collection/3038970
FREE resources for languages teachers developed by members of the Faculty of Education as part of the MEITS project!
WAM arises out of the work on multilingual identity carried out by the Education Strand of the MEITS project (Multilingualism Empowering Individuals Transforming Societies).3038970World Wide Story Webucs_sms_1417054http://sms.cam.ac.uk/collection/1417054
A collection of video, audio and other materials concerning children's literature, oral storytelling and digital storytelling.
The collection also includes video, audio and other materials created by pupils and students in mainstream primary and secondary schools, special schools, sixth form colleges, tertiary colleges and Higher Education.1417054EDUC